Abstract:
The rapid integration of Artificial Intelligence (AI) tools in education has
transformed traditional learning environments, offering innovative solutions to
enhance student engagement, academic performance, and research
productivity. This study investigates the awareness, usage patterns, and
perceptions of AI-based educational tools among postgraduate (PG) students at
Bharathidasan University, Tamil Nadu, India. Using a structured questionnaire
distributed via Google Forms, data were collected from 173 PG and integrated
PG students across diverse academic disciplines. The analysis focused on a wide
range of AI tools across several functional categories: personalized learning
platforms, classroom management software, research and academic support
applications, content creation tools, collaboration and communication
platforms, evaluation and feedback systems, study assistance tools, and
generative AI assistants such as chatbots. Percentage-based statistical
techniques were used to interpret the collected data. The findings indicate that
while tools like ChatGPT, Grammarly, Canva, QuillBot, and Brainly are gaining
significant traction among students, awareness and usage of other tools—such
as Synthesia, Cognii, Ref-N-Write, and certain AI note-taking and coding
platforms—remain limited. Students reported that AI tools assist in academic
writing, content generation, learning support, and feedback processes,
improving overall efficiency. However, concerns related to ethical use, data
privacy, and excessive dependency on AI were also highlighted. The research
concludes with a call for structured AI literacy initiatives, faculty training, and
policy formulation to promote the ethical and effective integration of AI in academic environments. The study provides valuable insights for educational
stakeholders, emphasizing the importance of institutional readiness and
strategic implementation to maximize AI’s educational potential.
